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“语言监控模式”也被称作“第二语言发展监控模式”。这个模式最初是由美国语言学家克拉申在70年代提出来的。克拉申(1982)认为,第二语言习得有赖于为学习者提供“可理解输入”。克拉申认为,可理解输入必须是由“i+1”构成。这是第二语言习得产生的必要条件。如果学习者可以理解略微超过其现有水平的语言规则,第二语言习得才能发生。当学习者进行富有意义的交际时,这种习得过程便自动产生。可理解输入从外部环境来说明第二语言习得是如何发生的及其发生的条件。输入假设对SLA阅读和听力教学产生了很大的影响。本文重点阐述输入假设对听力教学的影响。
“Language Monitor Mode ” is also called “Second Language Development Monitor Mode ”. This model was first proposed by the American linguist Krashen in the 1970s. Krashen (1982) argues that second language acquisition relies on providing “understandable input” to learners. Krashen believes that it is understandable that the input must consist of “i + 1 ”. This is a necessary condition for second language acquisition. Second language acquisition can take place if learners can understand language rules slightly above their current level. This learning process is automatically generated when learners communicate meaningfully. It can be understood that the input shows from the external environment how the second language acquisition took place and what happened. The input hypothesis has had a significant impact on SLA reading and listening teaching. This article focuses on the impact of input assumptions on listening teaching.